Developing Scientific Literacy in a Primary School

Periódico: International Journal of Science Education

Publicação: Volume 34, Number 1, January 2012, pp. 127-152

Título do artigo: Developing Scientific Literacy in a Primary School

Autores: Kathleen Veronica Smith^a, John Loughran^a*, Amanda Berry^a & Cathy Dimitrakopoulos^a

Published online: 25 May 2011

Abstract

The science education literature demonstrates that scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of what it means for learning outcomes. To date the teacher voice has been noticeably absent from this debate even though the very nature of teacher expertise lies at the heart of the processes which shape students' scientific literacy. The research reported in this paper taps into the expertise of (participating) primary teachers by analyzing the insights and thinking that emerged as they attempted to unravel some of the pedagogical complexities associated with constructing an understanding of scientific literacy in their own classrooms. The research examines the processes and structures within one primary school that were created to provide conditions to allow teachers to explore and build on the range of ideas that presently inform the scientific literacy debate. The research reports these teachers' views and practices that shaped their actions in teaching for scientific literacy.

Keywords: Scientific literacy, Teacher development, Primary school

DOI: 10.1080/09500693.2011.565088

The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-based Teaching Practice

Periódico: International Journal of Science Education

Publicação: Volume 35, Number 5, 1 March 2013 , pp. 815-836(22)

Título do artigo: The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-based Teaching Practice

Autores: Nam, Jeonghee¹; Seung, Eulsun²; Go, MunSuk¹

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Abstract:

This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7–9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process.

Keywords: Collaborative mentoring; In-service; Inquiry-based teaching; Teacher development

DOI: http://dx.doi.org/10.1080/09500693.2011.584329

Pre-Service Elementary Teachers' Conceptions about Wind

Periódico: International Journal of Science Education

Publicação: Volume 35, Number 11, 1 July 2013 , pp. 1902-1924(23)

Título do artigo: Pre-Service Elementary Teachers' Conceptions about Wind

Autores: Mandrikas, Achilleas; Skordoulis, Constantine; Halkia, Krystallia

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Abstract:

This paper presents a study concerning Greek pre-service elementary teachers' (PET) conceptions about wind. The study focuses on their (i) understanding of scientific concepts used to explain wind formation, (ii) conceptions about wind measurement and (iii) ability to read and translate symbols of wind on weather maps. Our research reveals a lack of understanding in wind formation mechanism, and difficulties in orientation and in weather maps reading. Our findings are consistent with previous research carried out in different national and educational contexts. In the final section, we outline the implications of these findings for the design of learning activities concerning wind in primary, secondary and tertiary education including Environmental Science courses attended by PET.

Keywords: Pre-service; Scientific literacy; Teacher development

DOI: http://dx.doi.org/10.1080/09500693.2012.706374